Translating between representations of molecular structure is a key component of representational competence. While studies have examined how students translate between two or three representations, no studies have comprehensively investigated how students translate between multiple representations of molecular structure. Herein, we use a semi-structured think-aloud protocol to investigate how 28 Organic Chemistry I students translate between seven representations of molecular structure (molecular formulae, condensed structures, Lewis structures, skeletal structures, wedge-dash diagrams, chair conformations, and Newman projections). We identified 18 strategies students use to translate, which we grouped into three primary categories: strategies associated with decoding, mapping, and drawing. Our data show that appropriately using the decoding and mapping strategies is associated with correct translations across all representations; however, the appropriate use of drawing strategies is associated with correctly translating representations that include implicit atoms and convey 3D information. Additionally, we identified four distinct personas that describe students’ approaches to translating: the Handyperson, the Apprentice, the Quick Fixer, and the Rule Follower. These personas can help instructors anticipate common challenges and tailor support accordingly.
Ward et al. (Thu,) studied this question.